Computer Software Tucson

Technology in and for the Instrumental Music Classroom

 

Music education, in some form, goes back as far as education itself. While sometimes struggling for legitimacy, it nonetheless has had its champions. More recently, as technology has flourished within education, technological applications designed specifically for the teaching of music have been developed. While much of this technology is designed primarily for the classroom there are programs designed for the student to utilize in the home, albeit limited to those students with a home computer and internet access.

The teaching of music in the American educational setting dates back 1838 when Lowell Mason introduced singing classes to Boston grammar schools. Instrumental music appeared in fits and starts over the next fifty years but was never included during the school day; rather, it was relegated to the ranks of extracurricular activities. Around the turn of the century, instrumental music began to see some acceptance into the classroom, though often was taught by those untrained in the area of music education. Moreover, little if any standardization of the instrumentation or music literature existed. (Rhodes, 2007)

Near the conclusion of World War I the quality of school music began to increase. This was due primarily to veterans who, after having been musically trained in the various service branches, began to fill music teaching positions in the schools. Band, however, was still regarded as an extracurricular activity. (Ibid)

In 1907, the Music Supervisors National Conference or MSNC, (now known as the Music Educators National Conference or MENC) was organized to support school music. In 1912 a proposal was made to include, as accredited subjects, a number of music activities including choruses and general music. Band was included – but at a much lower priority. Later, however, at the Cleveland MSNC conference in 1923, Edgar B. Gordon stated,

The high school band is no longer an incidental school enterprise prompted largely by the volunteer services of a high school teacher who happens to have had some band experience, but rather an undertaking which is assigned to a definite place in the school schedule with a daily class period under a trained instructor and with credit allowed for satisfactory work done. (Ibid)

In the same year, and likely due to the increase in both acceptance and importance, Carl Greenleaf (then head of C. G. Conn Ltd.) helped organize the first National Band Contest in Chicago. Later, in 1928, he directed the Conn company to contribute to the founding of the National Music Camp in Interlochen, Michigan and later supported publications designed to support band directors. While these endeavors may have appeared somewhat self-serving in light of his position with Conn, they nonetheless helped establish school band as a significant part of school curriculum. (Banks, 1997)

Despite a gradual, while still limited, acceptance of instrumental music within the school curriculum, budget cuts have often curtailed or even eliminated these programs. Further, with the recent increased emphasis upon “teaching to the test” due to the pressures of No Child Left Behind (NCLB) and similar state requirements, support for the inclusion of music in schools has begun to wane. Michelle R. Davis, in “Education Week,” stated “The federal No Child Left Behind Act is prompting many schools to cut back on subjects such as social studies, music, and art to make more time for reading and mathematics…” (Davis, 2006) This is most unfortunate considering that the study of music, especially instrumental music, has proved to be beneficial for all students – even increasing their ability to reason and problem-solve.

Many theorists have contributed to the elevation of music as central to education, or at the very least, demonstrated that limiting the school environment to the “Three R’s” is short-sighted. Howard Gardner postulated his “Multiple Intelligences” theory with the understanding that children do not possess identical propensities for learning. Not only do they have differing capacities for learning but have differing capacities for learning in many areas. These areas, as he explained, are the varying intelligences of which he speaks. Originally describing seven intelligences (of which music is highlighted) he identified two specifically (linguistic and logical-mathematical) as “the ones that have typically been valued in school.” (Gardner, 1999, p41) Obviously, Gardner recognized that the educational system was not reaching all students – only those that could “do school” well. Gardner did not limit his study, of course, to the mere existence of multiple intelligences but demonstrated that a given person can be strong in more than one, enabling those intelligences to interact one with the other. He explained that, “there are other ways in which different intelligences can affect each other…one intelligence can mediate and constrain the others; one intelligence can compensate for another; and one intelligence can catalyze another.” (Gardner 2, 2006, p219) He further extolled the advantages of a musical intelligence by explaining that “…a strong musical intelligence may lead a person engaged in a linguistic task to be more sensitive to the rhythmic properties of language as well as its meaning.” (Ibid, p223)

While many may assume that music and the study thereof is associated primarily to that which is heard, it is also related quite closely to mathematics. Dahlhaus, reflecting Rameau stated that “music had its origins in the Pythagorean proportions; (i.e., music is a mathematics).” (Gargarian, 1996, p137, 138) Regardless of whether or not one agrees with the theory that music is mathematical in toto, there should be little dispute as to the relativity of music notation to mathematics. Indeed, introducing the coordinate, or Cartesian, plane appears to aid the new music student in understanding the horizontal (x), and vertical (y) axes of music notation. Simply stated, the horizontal (x) axis on the music staff relates to duration while the vertical (y) axis relates to pitch. This, of course is a reflection upon Gardner’s aforementioned theory of intelligence interaction.

There is further evidence that instrumental music study is advantageous for the student. In 1995, Gottfried Schlaug, et al, published a study, “Increased Corpus Callosum Size in Musicians” wherein they described an increase in neural fibers across the Corpus Callosum (CC), contributing to its enlargement. They further were able to determine that this increase in fibers/CC size was attributable to instrumental music study. (Schlaug, et al, 1995) Obviously, the supposition can easily be made that, if there is greater cross-talk between the two hemispheres of the brain (specifically, the left – thought to be the analytical, and the right – thought to be the creative) the result would be a person with a greater, more creative, problem-solving ability.

Reflecting upon Gardner’s theories, as well as those of Schlaug, et al, it should surprise no one that others have confirmed links between music and other skills. Bahr and Christiansen in their article “Inter-Domain Transfer Between Mathematical Skill and Musicianship” published findings demonstrating that students who had studied music demonstrated superior performance on mathematical tasks provided there was some structural overlap with music. (Bahr, Christiansen, 2000) This “structural overlap” could be nearly anything, including the relationship of dividing measures or notes into fractions, relating pitch to frequency, or, as aforementioned, establishing the link between the coordinate (Cartesian) plane and the music staff.

With this enhanced problem-solving ability; this increased awareness of mathematical concepts, it would not be a grand leap to assume that music students might perform well with classroom technology. Indeed, music students should be expected to do at least as well as other students with regard to technology. If that is true, then the next step would be to assume that they would do especially well with technology geared especially to them.

Somewhat recently, technologists, recognizing a dearth of technologically-based music applications began to develop computer programs for music education. Music theory websites began to appear, many having been produced by, and linked to, symphonic organizations. Others have been produced by teachers and graduate students either as part of coursework or perhaps for their own use (and anyone wishing to utilize the application). A quick search of the internet reveals that there are quite a number of available technological tools produced and published for the music student. There are interactive music games, in-class keyboard music theory applications, countless online pitch and rhythm websites, and, perhaps most powerful, applications known as “computer assisted instruction” (CAI)” specifically for the music classroom and student. In January 2005, Steven Estrella published the findings of a study demonstrating how music teachers in the U.S. used music technology. Among his findings, he discovered that approximately twenty percent of the survey participants used some form of CAI as part of their instruction. The survey further discovered that the predominant software application was “SmartMusic.” (Estrella, 2005)

SmartMusic is a teacher/student interactive application allowing students to practice, at home, with a synthesized band or orchestral accompaniment. The program can also, with an included microphone, record the student’s efforts and grade them using rhythm and pitch data. The student can immediately see their results and can retry if they wish. The recording and the accompanying grade are then emailed to the student’s teacher/director and automatically entered into the teacher’s database grade book. The program includes accompaniments for around thirty-thousand compositions including band and orchestra method book pieces. (Nagel, 2007) While early reviews of the program were mixed, the company that produces SmartMusic, “MakeMusic,” was apparently responsive to teacher/consumer complaints and suggestions. The program requires that the home version be installed on the students own computer and, in earlier versions, installation, setup, and microphone placement were problematic. In the latest version, SmartMusic 11, many of these issues were addressed either by simplifying the process or with enhanced user guides. (Whaley, 2008)

For the classroom, SmartMusic holds a wealth of applications. The most basic functions of the program include a displayed tuner and metronome. (A music classroom with an interactive whiteboard can make excellent use of SmartMusic’s utilities.) The teacher can then play a pre-recorded version of a piece to be studied and, while the students are playing along, can instantly record them independent of the pre-recording for later playback. The program also includes fingering charts for all instruments so a quick check for the students perhaps needing additional instruction is easily accomplished. Keys and tempi can be changed easily, if necessary, and if a single performer wishes to play with a pre-recorded accompaniment, that accompaniment, “listening” to the performer via a microphone, can follow the performer’s changes in tempo – not unlike what the conductor of a symphony orchestra would do in a live performance.

As important and powerful as SmartMusic is in the classroom, its most powerful application – and the primary purpose for which it was intended – is that of a home practice and assessment tool. There are literally thousands of accompaniments and scales included in the software as well as thousands of music titles. Once the students have subscribed, downloaded (or installed from a CD), and set up the home version of the program, the teacher can design playing assignments which the student then accesses at home on their own computer.

Playing through a microphone to the program’s accompaniment gives an instant visual and aural response; while the recording of the student’s performance is played, their correct notes are displayed in green while mistakes are displayed in red. The student can decide upon and set their own tempo, then practice with the computer-generated accompaniment as many times as they wish prior to recording for a grade. In short, the student is in control while at home. Students having access to broadband internet and a reasonably up-to-date computer can fully realize the potential of the program – as well as their own. (Rudolph, 2006)

But what of those students not fortunate enough to have a computer at home – let alone internet access?

Obviously, the power of SmartMusic would be largely lost on those students without a home computer or internet access. The cost of the home version is small, and some districts have even provided the subscription free of charge for their students. (Nagel, 2007) However, can districts provide a workable computer and internet access or all of its students?

David Thomas stated that schools have made great progress in the introduction of computer and internet access. However, that access, for disadvantaged students, remains at school. (Thomas, 2003) Thomas further quoted then U. S. Secretary of Education, Rod Paige:

We need to address the limited access to technology that many students have outside of school. There is much more we can do. Closing the digital divide will also help close the achievement gap that exists within our schools. (Thomas, 2003)

A 2007 study in New York revealed that between seventy and eighty percent of students have computers at home. (Traber, 2007) One might suggest that the real numbers cross-country are actually much lower.

There are many music students dependant upon school-provided instruments, method books, and even instrument supplies such as reeds and valve oil (usually provided out the teacher’s own pocket). These students are already behind their more affluent counterparts and cannot afford private lessons, let alone a workable computer and internet access. These are the students who could benefit most from a program such SmartMusic. However, as useful and powerful as SmartMusic is, it cannot by itself bridge this “digital divide” that still exists.

Educational technology holds great promise for the student musician but until a method for equitable access is discovered, disproportionate achievement will persist.

 

References

Bahr, N. & Christensen C.A. (2000). Inter-Domain Transfer Between Mathematical Skill and Musicianship. In Journal of Structural Learning & Intelligent Systems (Vol. 14(3), 2000, pp. 187 – 197). US: Gordon & Breach Science Publishers

Banks, Margaret Downie (1997). A Brief History of the Conn Company (1874-present). The National Music Museum.

Davis, Michelle R. (2006, April). Study: NCLB Leads to Cuts for Some Subjects. Education Week.

Estrella, Steven (2005). Survey of Music Educators and Music Technology. Shearspire.

Gardner, Howard (1999). Intelligence Reframed, Multiple Intelligences for the Twenty First Century. Basic Books/Perseus Books Group: New York

Gardner, Howard (2006). Multiple Intelligences – New Horizons. Basic Books/Perseus Books Group: New York

Gargarian, Gregory (1996). The Art of Design. In Kafai, Y., & Resnick, M. (Eds.). Constructionism in practice: designing, thinking, and learning in a digital world. Mahwah, NJ: Lawrence Erlbaum Associates

Nagel, Dave (2007, August). Tucson USD Gives SmartMusic Subscriptions to Students, THE Journal.

Rhodes, Stephen L. (2007). A History of the Wind Band – The American School Band Movement. Lipscomb University.

Rudolph, Tom (2006, February). The Wide World of SmartMusic. Music Education Technology.

Schlaug, Gottfried; Lutz, Jäncke; Huang, Yanxiong; Staiger, Jochen F., Steinmetz, Helmuth, (1995). Increased Corpus Callosum Size in Musicians. Neuropsychologia, Vol. 33, No. 8, pp. 1047-1055.

Thomas, David (2003). Internet Access Soars in Schools, But “Digital Divide” Still Exists at Home for Minority and Poor Students. U. S. Department of Education.

Traber, Chris (2007, September). Poor Students Struggle In Class. YorkRegion.com News.

Whaley, Roger (2008, September 10). SmartMusic 11! – MakeMusic has released SmartMusic 11!. The Band Ed Tool Shed (Weblog).

About the Author

Tom Crawford is a middle school instrumental music educator currently finishing a graduate degree in Education Technology. He can be reached at tom.crawford@tusd1.org Website: http://edweb.tusd1.org/maxwell/band

Presentation for the Tucson ACTE Summer Conference 7-20-2010

Eblaster Computer Surveillance Software $179.95 Record All Online Activity: Websites Visited, Instant Messages, Searches, E-Mails & More Real-Time E-mail Alerts Sent Automatically Keyword Alerts – Get Alerts When Sensitive Words Are Typed Access Your Computer Usage Logs Online Anywhere, Anytime Block And Manage Users And Websites The ONLY software In The World That Will Capture Incoming/Outgoing E-mail – Instant Messages And IMMEDIATELY Forward Them To You Via E-mail – Automatically The Internet can be a dangerous place. If you’re worried about what your friends, family, employees, or significant other is doing on your computer – you need the eBlaster. With this software you will receive copies of all e-mails and instant messages sent on your computer so you can efficiently monitor what’s actually going on when you’re not around. Protect Your Children From Online Predators Find out immediately if your child is being solicited by an online predator. Or, use the software to find out who your spouse is really talking to. These time-sensitive events require immediate action, which is why the eBlaster sends you an EXACT copy of every conversation, instantly. And it doesn’t just stop at e-mails and instant messages, you get copies of Online Searches, Keystrokes Typed, Downloads, Applications, MySpace Activity, etc. Monitor Your Spouse, Kids, Or Employees With Automatic Keyword Alerts And Usage Reports Online The eBlaster Software lets you monitor your computer’s activity anytime, from anywhere. Simply install the software and let the eBlaster do the rest. Once you install the software, you will never have to check that computer again – all information can be reviewed on the Internet. Receive alerts in real-time when users are on the computer and see what websites they’re visiting, what they’re writing in e-mails, instant messages, and more. Let the keyword scanner do the work for you and receive alerts when a user types a particular phrase such as “boss” or “my parents aren’t home.” This product sends scheduled usage reports as well as keyword alerts, so you will always know what’s happening on your computer. Time Content 4:00 PM Your daughter comes home from school and goes online. 4:15 PM She receives an e-mail from a guy named Tom. 4:16 PM Within seconds, eBlaster sends you an EXACT COPY of this email to your work e-mail address. 4:30 PM Your daughter replies to the e-mail from Tom. 4:31 PM Within seconds, eBlaster sends you an EXACT COPY of her reply. Easily Block Users Or Websites With The Press Of A Button Are your kids visiting unauthorized websites or talking to the wrong people? Are your employees wasting your time and money by playing online games all day? The eBlaster makes its easy to block various users and websites with the press of a button. Since the software monitors every website visited, every program downloaded, and every application run, you can easily choose to block sites or users. Quick And Easy Set-Up – The eBlaster Is Convenient And Secure With additional features such as p

Computer Arts Pro Software Guide: After Effects – Computer Arts Pro Software Guide: After Effects – Single Copy $5.83 Pro Software Skills: After Effects is full of tips, tutorials and tricks that will enable you to master the software and make your motion graphics the best they’ve ever been. And if you’re a print designer, familiar with Photoshop and Illustrator, then this guide will help you get to grips with the sometimes daunting After Effects toolset. Take a look at out our Pro Guides. These give you an idea of After Effects key functions and uses, and we hope they’ll be invaluable reference tools. ****Note: This digital edition is not printable and does not include the covermount items or supplements you

Fairfield Inn Marriott Tucson I-10 Butterfield Business Park $71.65 Fairfield Inn Marriott Tucson I-10 Butterfield Business Park > TUS > 4850 S Hotel Dr > Tucson > AZ > 85714>Location. This Tucson property is conveniently situated near the airport. Tucson Electric Park, University of Arizona, and Arizona Stadium are area attractions. Features. In addition to an outdoor pool and a spa tub, Fairfield Inn Marriott Tucson I 10 Butterfield Business Park features complimentary newspapers in the lobby and air conditioning in public areas. Guest parking is complimentary. The staff can arrange dry cleaning/laundry services. Additional amenities include a safe deposit box at the front desk and computer rentals. Guestrooms. Amenities featured in guestrooms include air conditioning, coffee/tea makers, and free local calls. In addition, amenities available on request include wake up calls. Guestrooms have cable television with premium TV channels and pay movies. Business friendly amenities include desks and direct dial phones. All guestrooms provide microwaves. Bathrooms feature hair dryers. Guestroom services include housekeeping. Notifications:There are no room charges for children 17 years old and younger who occupy the same room as their parents or guardians, using existing bedding. Additional fees and deposits may be charged by the property at time of service, check in, or check out. >

Computer Arts Pro Software Guide: InDesign – Issue $5.83 This is a 116 page in-depth guide, designed to help creative professionals refine their print and publishing skills. Featuring 150 essential new techniques, you can learn how to work smarter and faster whilst speeding up your design workflow. Whether you spend your day laying out newspapers, magazines, brochures or reports – or are exploiting CS5.5′s digital publishing capalities and designing for iPad – you’ll find plenty of expert advice for getting more from InDesign at every stage of the production process. ****Note: This digital edition is not printable and does not include the covermount

Computer Arts Pro Software Guide: Photoshop – Issue $5.83 Work faster and smarter, building existing design skills and fine-tuning your workflow and creative processes with expert guides, ultimate inspiration and pro-techniques all packed into a handy 116-page guide. Features Include: • New ways to use layers to make your creative process slicker • 50 ways to traceless retouching • Transform your illustration workflow with Photoshop • Achieve smooth retouching without losing realism • The quick, easy way to mock up websites with Photoshop • Harness the power of curves ****Note: This digital edition is not printable and does not include the covermoun

Computer Arts Pro Software Guide: Illustrator – Issue $5.83 Featuring: •Paths and Bezler Curves – Get more from everyday tools •Pathfinder & Shapes – Unlock the potential of Pathfinder palette & CS5′s new Shape Builder •Artboards and Grids – Breeze through complex projects •Packaging – Create better packaging work from dielines to colour separations •Logo Design – 50 all-new ways to create stunning logos every time! ****Note: This digital edition is not printable and does not include the covermount items or supplements you would find with printed copies****

Computer Arts Pro Software Guide: After Effects – Issue $5.83 Pro Software Skills: After Effects is full of tips, tutorials and tricks that will enable you to master the software and make your motion graphics the best they’ve ever been. And if you’re a print designer, familiar with Photoshop and Illustrator, then this guide will help you get to grips with the sometimes daunting After Effects toolset. Take a look at out our Pro Guides. These give you an idea of After Effects key functions and uses, and we hope they’ll be invaluable reference tools. ****Note: This digital edition is not printable and does not include the covermount items or supplements you

iPrint Graphic Software using Designs in Great Notions Catalog, and TrueType Fonts on your computer, for iPrint Z1 Heat Transfer Tshirt Presses $99 ,iPrint Graphic Software using Designs in Great Notions Catalog, and TrueType Fonts on your computer, for iPrint Z1 Heat Transfer Tshirt Presses

Deduper Software Eliminates Duplicate Embroidery Machine Designs from your Computer, Extracts Zip & RAR files from archives – De-duper Download Only $49.99 Deduper Software Eliminates Duplicate Embroidery Machine Designs from your Computer, Extracts Zip & RAR files from archives – De-duper Download Only

SilverKnit RKC1000E Knitting Computer Emulator Software PC DOWNLOAD Replaces Brother KA3000 KnitKing Calcuknit Hand & Machine Knitters Charting Device $99 SilverKnit RKC1000E Knitting Computer Emulator Software PC DOWNLOAD Replaces Brother KA3000 KnitKing Calcuknit Hand & Machine Knitters Charting Device

Computer Associates CA Internet Security Suite Plus 2008 Software For Windows 2000/XP/ Vista Protect Up To 3 Pcs! ISSP08SCNRE $4.99 Computer Associates CA Internet Security Suite Plus 2008 Software For Windows 2000/XP/ Vista Protect Up To 3 Pcs! ISSP08SCNRE

Computer Arts Pro Software Guide: Photoshop – Computer Arts Pro Software Guide: Photoshop – Single Copy $5.83 Work faster and smarter, building existing design skills and fine-tuning your workflow and creative processes with expert guides, ultimate inspiration and pro-techniques all packed into a handy 116-page guide. Features Include: • New ways to use layers to make your creative process slicker • 50 ways to traceless retouching • Transform your illustration workflow with Photoshop • Achieve smooth retouching without losing realism • The quick, easy way to mock up websites with Photoshop • Harness the power of curves ****Note: This digital edition is not printable and does not include the covermoun

Computer Arts Pro Software Guide: InDesign – Computer Arts Pro Software Guide: InDesign – Single Copy $5.83 This is a 116 page in-depth guide, designed to help creative professionals refine their print and publishing skills. Featuring 150 essential new techniques, you can learn how to work smarter and faster whilst speeding up your design workflow. Whether you spend your day laying out newspapers, magazines, brochures or reports – or are exploiting CS5.5′s digital publishing capalities and designing for iPad – you’ll find plenty of expert advice for getting more from InDesign at every stage of the production process. ****Note: This digital edition is not printable and does not include the covermount

Computer Arts Pro Software Guide: Illustrator – Computer Arts Pro Software Guide: Illustrator – Single Copy $5.83 Featuring: •Paths and Bezler Curves – Get more from everyday tools •Pathfinder & Shapes – Unlock the potential of Pathfinder palette & CS5′s new Shape Builder •Artboards and Grids – Breeze through complex projects •Packaging – Create better packaging work from dielines to colour separations •Logo Design – 50 all-new ways to create stunning logos every time! ****Note: This digital edition is not printable and does not include the covermount items or supplements you would find with printed copies****

Glass Eye 2000 Software $149.95 Glass Eye 2000 Standard Edition is the software that gives stained glass artists a simple way to create, adapt, and print custom patterns using their computers. Start with any of the 400 patterns in its library or design a pattern from scratch with a collection of easy to learn, easy to use drawing tools. Glass Eye 2000 has been called the industry standard in stained glass design software by both Spectrum Glass and Glass Patterns Quarterly. Runs on all versions of Windows, including Vista, and MACS running Virtual PC or Boot Camp. Please note opened software can not be returned. Features Draw Patterns and Add Glass Colors Use the drawing tools to create patterns, then apply realistic glass colors and textures. Resize to Any Dimensions Scale your pattern to the size you need Number the Pieces Instantly numbers even complex designs Print Full-Size Patterns Print from your printer. If a design doesn and 39;t fit on a single sheet, it automatically tiles the image to several sheets you can then assemble into a full-size pattern. Getting Started is Easy. Software Includes Extensive help system (for an example see computer screen image below) In-depth tutorial Introductory Video Free technical support for 30 days Plus Includes a calculator that shows materials usage, and a handy cost estimator that takes the guesswork out of pricing your design. For an example see the computer screen image below. Experiment with different glass colors and textures in your design to visualize your creation before cutting a single piece. Glass Eye 2000 can number all your pieces instantly. For example see the numbered Hummingbird pattern below. Includes 400 patterns, 77 from CKE. For an example see the Poppies pattern below. Design with bevels. Includes bevel library with 72 stock bevels and 89 Mika bevel clusters. For an example see the bevel pattern below.

Radisson Suites Tucson $114 Radisson Suites Tucson > TUS > 6555 E Speedway Blvd > Tucson > AZ > 85710>>The preferred airport for Radisson Suites Tucson is Tucson, AZ (TUS Tucson Intl.) 15 km / 9.3 mi. Distances are calculated in a straight line from the property’s location to the point of interest or airport and may not reflect actual travel distance. Distances are displayed to the nearest 0. 1 mile and kilometre.

Computer Music Specials – Subscription $10.83 Computer Music Specials is a bi-monthly magazine from the creators of Computer Music. Computer Music Specials help you get to grips with wide ranging music topics, including top production techniques, sampling, popular software, sequencers, and tips on how to make it in the music industry. Computer Music Specials surrounds you in musical knowledge and inspiration from all genres, whether you DJ or play guitar and no matter your level, you’ll find invaluable tips to help you create your best music yet.

Nasco DynaPulse 200M Software $390 Features of the Nasco DynaPulse 200M Software: Complete Curriculum Plus Five Labs!Computer-based blood pressure and cardiovascular pulse waveform monitoring provides a quick, easy way to create an exciting educational experience. This teacher-ready program includes a complete curriculum – from simple definitions to advanced subjects, plus five labs. Students will measure blood pressure, examine heartbeats, identify irregularities, analyze trends, and perform statistical analysis (all in real time) by monitoring their own cardiovascular profiles and those of their classmates. DynaPulse® creates long-term trending graphical presentations of key cardiovascular information; stores and displays a lifetime of measurement information to manage patient care; includes a reference database of medical facts, with on-screen help capabilities; analyzes detailed cardiovascular information; expands single heartbeat wave at cursor position; displays heartbeat pressure waveform; views systolic, mean, and diastolic positions in heartbeat pressure wave; and displays blood pressure and pulse rate with time and date.SYSTEM REQUIREMENTS: Windows – 3.1, 95, 98, 2000, or XP, 2 MB RAM, USB port. Monitor and PC not Included.

Mini USB Bluetooth Dongle w/Software $20.99 Mini USB Bluetooth Dongle w/Software – If you’re looking for a way to transfer your data from your phone to a computer and vice versa, this data cable is for you! Insert the plugs into your phone’s and computer’s ports and seamlessly transfer data between the two devices. *Some phones may require additional software to transfer data. This item only includes a data cable.

This day in history...


Powered By WPHistory